Differentiate between metacognitive knowledge and metacognitive activity. Analyze how metacognition helps students in their academic tasks.
What will be an ideal response?
A distinction can be made between metacognitive knowledge and metacognitive activity. Metacognitive knowledge involves monitoring and reflecting on one's current or recent thoughts. This includes both factual knowledge, such as knowledge about the task, one's goals, or oneself, and strategic knowledge, such as how and when to use specific procedures to solve problems. Metacognitive activity occurs when students consciously adapt and manage their thinking strategies during problem solving and purposeful thinking. Metacognition helps children to perform many academic tasks more effectively. Metacognitive skills also have been taught to students to help them solve problems. In one study, in which each of 30 daily lessons involved math story problems, a teacher guided low-achieving students in learning to recognize when they did not know the meaning of a word, did not have all of the information necessary to solve a problem, did not know how to subdivide the problem into specific steps, or did not know how to carry out a computation. After the 30 daily lessons, the students who were given this metacognitive training had better math achievement and better attitudes toward math.
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Role-modeling would not be an effective technique for reinforcing hand washing skills with young children.
Answer the following statement true (T) or false (F)
Which statement is an example of attitude cutoff?
A) A mother says, "Mary, you can't have six cookies," while handing the child two cookies. The child cries instantly when she hears the word "can't." B) A teacher says, "It's time to clean up," and none of the children stop playing. C) John just called Petey a baby. Petey stops listening because he's thinking of the right word to call John. D) All of these answers are correct. E) None of these answers are correct.
According to research performed by Abbot and Meridith (1986), parents reported the following positive
contributions in the family because of their child with a disability:
a. a greater appreciation for the simple things b. a stronger family c. both a & b d. neither a nor b
Four-year-olds were told that they could eat a marshmallow right away, but if they could wait they would get two marshmallows. This experiment was a test of the
A. moral values of young children. B. children's ability to understand and follow complex instructions. C. children's effortful control of their behavior. D. children's ability to empathize with the needs of another person.